The dimensions of factors on competency-based curriculum implementation in junior secondary schools in Chesumei sub- county, Nandi county, Kenya.

Abstract

Competency Based curriculum has been implemented in Kenya for the last eight years though yet to achieve its intended goals. There are factors that affect either directly or indirectly its implementation. Thus the purpose of this study was to determine the effect of factors on the implementation of CBC in Chesumei Sub-county, Kenya. The objectives were to determine the effects of available infrastructure on the implementation of the competency based curriculum, to examine how instructional materials, skills and knowledge affect the implementation of the competency based, to evaluate the role of change and clarity of curriculum reviews in the implementation of the competency based curriculum and to assess the effects of government policy on the implementation of the competency based curriculum in Chesumei Sub-county, Nandi county Kenya. The study was guided by pragmatic, constructivism and social cognitive theories. The study adopted a descriptive survey design. Target population was 114 head/deputy head teachers and 228 teachers from Junior secondary schools in Chesumei Sub-county from the 114 Junior secondary schools. Stratified random sampling was conducted to ascertain the sample size of 34 schools which is 30% of the total population of 114 schools. Piloting of the instrument was conducted among 10% of the sample size making it in 4 JSS schools. The data collection instruments were a questionnaire and an interview guide. The researcher used SPSS to ascertain the questionnaire reliability which returned at r=0.895 which was highly acceptable. Data collected was analyzed using SPSS version 20 and was presented in tables. Qualitative data was analyzed thematically along the research objectives and presented in narrative forms whereas the quantitative data was analyzed descriptively and inferentially. The findings showed a positive correlation using person correlation test. All the variables were significant at p<0.05 showing significance between the dependent and independent variables. The study revealed significant dissatisfaction among junior secondary teachers regarding the infrastructure necessary for effective implementation of the Competency-Based Curriculum (CBC), with low perceptions of classroom equipment, learning materials, technological infrastructure, and maintenance of laboratories and libraries, despite a general agreement on the adequacy of physical space for activities and a positive view of safety and security in schools.